Teachers’ Evaluation of the Usability of a Self-Assessment Tool for Mobile Learning Integration in the Classroom

Abstract

This article explores teachers’ perceptions of a self-assessment tool designed to guide the integration of mobile devices into teaching and learning processes. Using the Educational Design Research (EDR) methodology with a quantitative analysis approach, the study sampled 228 teachers across 60 educational institutions at varying levels of education. Participants used the self-assessment tool to gauge their own competencies and identify areas for improvement. They then completed the “System Usability Scale” (SUS) questionnaire, a reliable metric with a 0.96 reliability score commonly used for evaluating educational tools. The results indicate moderate to high acceptance of the self-assessment tool, with an average SUS score of 70.65. The study also reports a Net Promoter Score (NPS) of 22.4, with approximately 43% of teachers as promoters of the tool. Interestingly, usability scores displayed variability among teachers in the early stages of primary education (6–8 years), ranging from 47.50 to 77.50. However, scores improved in more advanced stages, showing an increase of over 40%. The findings suggest that the tool is generally effective and useful for teachers, providing valuable insights for its wider application.

Identifying Strengths and Weaknesses in Mobile Education: A Gender-Informed Self-Assessment of Teachers’ Use of Mobile Devices

“…To address this issue, a self-assessment tool was developed to help teachers assess their proficiency in designing mobile device activities, focusing on the identified factors that promote their integration in the classroom: content, methodological strategies, activities, evaluation, mobile resources, technological learning spaces, and the teacher [5][6][7][8][9]. In this study, we present results aimed at examining and evaluating the conditions under which the use of mobile devices can support teachers in the design, implementation, and evaluation of teaching and learning processes through the self-assessment tool and analyse their use from a gender perspective.…”